Problem aspects in teaching Tatar literature

Abstract

The article discusses the key trends in the school course of literary education, identifies problematic aspects in the teaching of Tatar literature in educational institutions with the Tatar language of instruction. The relevance of the study is determined by the insufficiently studied problematic aspects in the teaching of Tatar literature in general educational institutions with instruction in the Tatar language, and, therefore, the need to analyze sample syllabuses for Tatar literature in this aspect. The scientific novelty is determined by the fact that in the course of our study, firstly, attention is focused on the main principles, on which two groups of authors based their programs, built according to concentric and chronological principles, underlying the current teaching of Tatar literature; secondly, problematic aspects are identified in teaching Tatar literature. As a result of the study, it is argued that the main problem in teaching Tatar literature is the knowledge of the theoretical foundations for students to learn the creative path of a particular writer and the literary process as a whole; to this end, students need to know the system of theoretical terms and concepts, the criteria for analyzing a literary text and artistic phenomena. The second urgent problem concerning the algorithm of Tatar literature learning at school is related to the study of the history of verbal art. The third important problem is the problem of motivation for reading literary texts, since reading a literary text is an important component in the school course of literary education.